Course Outline and Syllabus for Students

Transcription

1 Course Outline and Syllabus for Students Name: Daniela Gallo-Hershberg & Carlo DeAngelis Course Number: PHM 301H1 Course Title: Oncology, Hematology & Immunology Pharmacotherapy Course Description: This course is designed to provide pharmacy students with the knowledge in pathobiology, pharmacology, pharmacotherapy, clinical pharmacokinetics required to be a practitioner in oncology, haematology & immunology therapeutics. The course will be taught using a variety of techniques including on-line lectures, case-based learning and small interactive group learning. Required: Yes Elective: No 1. Course Learning Objectives: Upon completion of this course, students will have achieved the following level of learning objectives: Introductory = knowledge and comprehension of concepts, definitions, Intermediate = application of concepts to simple situations Advanced = application of concepts to more complex situations with ability to synthesize and evaluate Oncology Knowledge 1. Describe the pathophysiology of cancer including the hallmarks of cancer, the metastatic process, tumour biology, tumour markers, and mechanisms of resistance. [INTERMEDIATE] 2. Discuss the epidemiology of cancer including various causative factors (environmental versus non-environmental) 3. Evaluate the role and appropriateness of various screening methods (self-examination, clinical examination, mammography, Fecal Occult Blood Test, colonoscopy, sigmoidoscopy biological markers, CT scan, MRI, etc., ) for people of varying risks of developing various cancers (e.g. breast, colon, cervical, prostate) including the benefits/risks, limitations, age groups affected, frequency of screening and cost. [INTERMEDIATE] 4. Identify the main treatment modalities of cancer (surgery, radiation and systemic therapy) including their role and use at various stages of the disease process. 5. Categorize the different intents of treatment with chemotherapy and radiation, including neoadjuvant, adjuvant and palliative treatment. [INTERMEDIATE] 6. Compare and contrast the antineoplastic agents utilized in the treatment of various cancers, based on the following criteria: mechanism of action, mechanism of resistance, pharmacokinetics, pharmacodynamics, pharmacogenomics, adverse effects, contraindications, drug interactions,(drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability and sterility. [INTERMEDIATE] 7. Explain the rationale for combination chemotherapy to treat various types of cancer. [INTERMEDIATE] 8. Explain the mechanism of action, place in therapy and role in conjunction with chemotherapy. of targeted therapies (e.g., vascular endothelial growth factor inhibitors, epithelial growth factor receptor inhibitors,), [INTERMEDIATE] 9. Discuss for the following chemotherapy-induced non-hematological adverse effects (nausea/vomiting, mucositis), the pathophysiology, epidemiology, clinical presentation, consequences, risk factors and natural history. [INTERMEDIATE

2 10. Describe the mechanism of various adverse effects related to biologic/targeted therapies (e.g., vascular endothelial growth factor inhibitors, epithelial growth factor inhibitors, monoclonal antibodies), including epidemiology, clinical presentation, consequences (clinical impact) risk factors, as well as non-pharmacological & pharmacological management. [INTERMEDIATE] 11. Compare and contrast the relevant available classes of antiemetics used for the treatment of chemotherapy-induced nausea and vomiting based on the following criteria: indication, mechanism of action, efficacy, pharmacokinetics, pharmacodynamics, pharmacogenomics, adverse effects, contraindications, drug interactions,(drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability and sterility. [INTERMEDIATE] 12. Compare and contrast the relevant available pharmacological and non-pharmacological treatment options used for the prevention and treatment of chemotherapy and radiation-induced mucositis based on the following criteria: indication, mechanism of action, efficacy, pharmacokinetics, pharmacodynamics, pharmacogenomics, adverse effects, contraindications, drug interactions,(drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability and sterility. [INTERMEDIATE 13. Develop prevention and management strategies for common non-hematological adverse effects of systemic anticancer treatment 14. Discuss the pathophysiology, epidemiology, clinical presentation, consequences, risk factors and natural history for pain related to cancer. [INTERMEDIATE] 15. Compare and contrast the relevant available classes of analgesics used for the treatment of pain related to cancer based on the following criteria: indication, mechanism of action, efficacy, pharmacokinetics, pharmacodynamics, pharmacogenomics, adverse effects, contraindications, drug interactions,(drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability and sterility. [INTERMEDIATE] 16. Develop a therapeutic plan for the management of cancer induced pain

3 Hematology Knowledge 1. Explain the normal process of hematopoiesis including the formation of red and white blood cells and platelets 2. Identify various disorders of abnormal hematopoiesis including Thalassemia, Sickle Cell disease, Hemochromatosis, Thrombocytopenia, Aplastic Anemia 3. Discuss for the following chemotherapy-induced haematological adverse effects (anemia, neutropenia), the pathophysiology, epidemiology, clinical presentation, consequences, risk factors and natural history. [INTERMEDIATE] 4. Compare and contrast the relevant available classes of granulocyte colony-stimulating factors (filgrastim, pegfilgrastim) used for the treatment of chemotherapy-induced neutropenia, based on the following criteria: indication, mechanism of action, efficacy, pharmacokinetics, pharmacodynamics, pharmacogenomics, adverse effects, contraindications, drug interactions,(drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability and sterility. [INTERMEDIATE] 5. Compare and contrast the relevant available classes of erythropoiesis stimulating agents (epoetin-alfa, darbepoetin) used for the treatment of chemotherapy-induced anemia, based on the following criteria: indication, mechanism of action, efficacy, pharmacokinetics, pharmacodynamics, pharmacogenomics, adverse effects, contraindications, drug interactions,(drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability and sterility. [INTERMEDIATE] 6. Develop a therapeutic plan for the prevention and management of neutropenia and anemia associated with anticancer treatment [INTERMEDIATE] 7. Discuss the pathophysiology, epidemiology, clinical presentation, consequences, risk factors, natural history and management of common haematological malignancies (e.g. lymphoma, leukemia, multiple myeloma). [INTERMEDIATE]. Immunology - Knowledge 1. Discuss the pathophysiology, epidemiology, clinical presentation, risk factors, drugs that may cause/exacerbate, natural history, diagnosis and differential diagnosis for the following conditions: inflammatory bowel disease and rheumatoid arthritis. [INTERMEDIATE] 2. Identify the appropriate (laboratory, clinical biochemistry, pathology, histology, medical imaging) findings use in the diagnosis and on-going monitoring of inflammatory bowel disease and rheumatoid arthritis. [INTERMEDIATE] 3. Explain the importance of the immune system in solid organ transplantation. [INTERMEDIATE] 4. Compare and contrast the relevant pharmacological and nonpharmacological treatment options used for the treatment of inflammatory bowel disease, including 5-ASA, corticosteroids, immunosuppressants, antibiotics, and tumour necrosis factor antagonists, based on the following criteria: indications, mechanism of action, pharmacokinetics, pharmacodynamics, adverse effects, contraindications, drug interactions (drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability, and with special attention to geriatrics. [INTERMEDIATE] 5. Compare and contrast the relevant pharmacological treatment options for rheumatoid arthritis including the place in therapy of non-steroidal anti-inflammatory agents, DMARDs and tumour necrosis factor antagonists, based on the following criteria: indications, mechanism of action, pharmacokinetics, pharmacodynamics, adverse effects, contraindications, drug interactions (drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability, and with special attention to geriatrics. [INTERMEDIATE] 6. Compare and contrast the relevant pharmacological treatment options used to prevent rejection in solid organ transplantation, based on the following criteria: indications, mechanism of action, pharmacokinetics, pharmacodynamics, adverse effects, contraindications, drug interactions (drug-drug, drug-food, drug-laboratory), convenience, cost, onset of action, formulations, stability and sterility. [INTERMEDIATE] 7. Describe the non-pharmacologic management for the selected conditions. [INTERMEDIATE]

4 Skills 1. Select relevant data from: review of systems, laboratory tests, medical imaging to assess drug therapy needs. [INTERMEDIATE] 2. Apply relevant findings from review of systems, laboratory tests and medical imaging to determine actual and potential drug therapy needs. [INTERMEDIATE] 3. Analyze relevant information from subjective and objective sources (ROS, medical imaging, diagnostic test, biochemical markers) to determine drug therapy problems, urgency, and priority for a given clinical situation. [INTRODUCTORY] 4. Demonstrate the ability to critique and interpret results from observational studies, randomized controlled trials and meta-analyses in hematology/oncology/immunology. [INTRODUCTORY] 5. Interpret various prognostic factors related to cancer and their impact on treatment approaches. [INTERMEDIATE] 6. Justify the selection of a preferred antiemetic regimen for a selected chemotherapy regimen based on assessment of its emetogenic potential. [INTERMEDIATE] 7. Assess the use of granulocyte colony-stimulating factors (filgrastim, pegfilgrastim) for patients receiving selected chemotherapy regimens, based on patient risk factors, disease-related factors and treatment-related factors, in the prophylactic and treatment settings. [INTERMEDIATE] 8. Assess the use of erythropoiesis stimulating agents (epoetin-alfa, darbepoetin) for patients receiving selected chemotherapy regimens, based on patient risk factors, disease-related factors and treatment-related factors in the prophylactic and treatment settings. [INTERMEDIATE] 9. Develop and justify a care plan with follow up for a given clinical situation. [INTERMEDIATE] 10. Evaluate the quality, accuracy, and completeness of the care plan. [INTERMEDIATE] Attitudes/Values 1. The student will undertake assessment and care plan development activities in a manner respecting patient autonomy and the individual therapeutic goals. [INTERMEDIATE] 2. The student will use interprofessional patient centered care principles to reach decisions for therapeutic alternatives. [INTERMEDIATE] 3. The student will demonstrate respect and collaboration in team functioning. [INTERMEDIATE] 2. Rationale for Inclusion in the Curriculum: According to Health Canada cancer is the number one killer of Canadians and it is projected that as the population ages and advances in therapy are made more patients will be living with the disease in the coming years. Traditional cancer therapies have been delivered in the hospital setting because of the need for intravenous administration. However, increasingly new therapies for cancer will be orally administered. Because of cancer prevalence and changing therapeutic strategies aimed at making cancer a chronic disease, pharmacists will be called upon more often to become involved in the care of patients with cancer. It is essential that the graduating pharmacists of the future have a sound foundation in cancer pathophysiology and management. Not only is a greater understanding of the immunological basis of cancer leading to new therapies; but immunological based therapies are increasingly seen as the backbone of disease management for irritable bowel disease (IBD) and rheumatoid arthritis (RA). An understanding of the use of biological agents in cancer complements and will aid pharmacy students in their support of patients with IBD and RA. Hematology is the study of cellular blood components (red and white blood cells and platelets) and, coagulation. An understanding of various disease states and drugs affecting the cellular components of blood is essential to daily pharmacy practice. The key components of the body s immune response are white blood cells and their function. While the immune response is essential in preventing and combating various diseases; its disregulation can result

5 in diseases such as IBD and RA. Modifying the immune response has become the mainstay of therapy for these conditions. Another therapeutic area where regulation of the immune response is critical is the prevention of rejection following transplantation (solid organ and allogeneic bone marrow/stem cell). Finally, there is a growing body of literature linking cancer and the immune system. New therapies are being developed to modulate the immune system which cross the traditional therapeutic boundaries of oncology, haematology, rheumatology, gastroenterology, etc. We have developed this course to help students understand the commonality which exists across traditional therapeutic areas so that knowledge in one area can be applied in another. While the primary focus of the lectures are oncology related many of the principles learned can be applied to the other areas of haematology and immunology. In selecting topics for the course we also did not want to duplicate content from previous courses (e.g. anaemia management). We also feel that the relative weight given to the various therapeutic areas is also reflective of the likelihood a practicing pharmacist is to encounter these patients in day to day practice. 3. Pre-requisites: PHM 145/PSL 205/PHM 143 Anatomy, Physiology and Pathobiology/Pathology related to oncology, haematology and immunology PHM 140 Molecular pharmacology (including basis of gene therapy) PHM 142/144 Metabologic Biochemisty & Immunology PHM Pharmacokinetics (particularly cyclosporine & irinotecan) PHM Pharmaceutics IPE requirements Roles/knowledge of other health care professionals PHM 112 & 212 Pharmacy Informatics & Clinical Trials, Pharmacoepidemiology & Pharmacy Practice Research PHM 105 (MTM-1), PHM 205 (MTM-2), PHM 206 (MTM-3) PHM 101 (General Medicine 1), PHM 201 (Dermatology/EENT), PHM 202 (Endocrinology/Nephrology/Urology), PHM 203 (Infectious Diseases), PHM 204 (Cardiovascular Diseases) 4. Statement of agreement from course coordinators of courses for which this course is a pre-requisite: 5. Co-requisites: (for the current and subsequent year) PHM 305 (MTM-4) PHM Toxicology PHM 302 (Neuropsychiatry) 6. Statement of agreement from coordinators of courses for which this course is a co-requisite: 7. Course Contact Hours and Teaching Methodologies: Didactic (lecture) Large group problem-based or case-based learning Large Group Size Small group problem-based or case-based learning Experiential On-line Other (please specify)* * Other specific information: Total course contact hours 25 hours 14 hours 60 persons hours hours hours 39 hours

6 8. Estimate and description of student's weekly out-of-class preparation time excluding exam preparation: Review on-line lecture (captured as part of course hours) Review learning objectives + prepared materials by classmates (3 7 hrs/ week), higher during weeks of case discussions 9. Course Coordinator and contact information: Carlo De Angelis and another individual to be determined 10. Course Instructors and contact information: 11. Required Resources/Textbooks/Readings: Pharmacotherapy: A Pathophysiologic Approach, seventh edition, J DiPiro, et al. Selected readings from Journal articles and other resources as deemed necessary 12. Recommended Resources/Textbooks/Readings: 13. Topic Outline/Schedule: For each, indicate level of knowledge, skills and attitudes learning objectives Week Content Method Time allotment 1 Course overiew/expections/delivery Online CAPHO Oncology Basics Module 2 Pharmacology of chemotherapy & targeted therapies Summary In Class Case Discussion re: Oncology Basics (breast cancer) Basic Principles Online module Interactive Case 4 x 60 students 3 Pharmacogenomics Wrap Case CRC with incorporating geriatrics taking pt through initial diagnosis, adjuvant therapy, multiple lines of therapy with advanced disease (critical appraisal)? 4 Pathophysiology GI tract i.e. N/V, mucositis secondary to chemo Interactive Case 4 x 60 students Pharmacology of Antiemetics Pharmaceutics Novel Dosage Forms 5 Pharmacokinetics & Therapeutic Drug Monitoring

7 GI + Care Plans -CINV, Mucositis, Diarrhea 6 Pathophysiology + Pharmacotherapy of Adverse Effects of Targeted Therapties Adverse Effects of Targeted Agents + Care Plans 7 Pathophysiology Symptom Management in Advanced Cancer Symptoms Management in Palliative Care - Assessment 8 Pathophysiology of Bone Marrow Disorders Pharmacology ESAs + GCSF Hematological Toxicities - 9 Pathophysiology - Hematological Malignancies Pharmaceutics Novel Dosage Forms (Pediatrics) Maintenance Therapy + Monitoring Pediatrics, Pharmacogenomics 10 Pathophysiology - Dysregulation of the Immune System Infusion-related reactions Pathophysiology Intro to Transplant 11 Pharmacology of anti-rejection agents Pharmacokinetics/TDM Transplant Solid Organ with cases clickers /?twitter feed 30 min 30 min

8 12 Pharmacology Immunosuppressants + DMARDS RA 13 Pharmacology IBD local to systemic treatments IBD Assessment with clicker technology/twitter feed Weekly learning objectives: Sample Learning Objectives for Pharmacotherapy of Nausea/Vomiting 1. Identify the phases and corresponding mechanisms behind chemotherapy-induced nausea and vomiting. 2. Describe the risk factors for prediciting nausea/vomiting chemotherapy-induced nausea/vomtiting 3. Compare and contrast the Hesketh & MASCC classifications systems for identifying the emetogenicity for various chemotherapeutic regimens. 4. Discuss the non-pharmacological strategies to prevent nausea/vomiting. 5. Compare and contrast the MOA, indication, dosing, safety parameters, drug interactions, monitoring parameters, convenience and cost (where possible) for the following agents. 5HT3RAs, NK1-antagonists, corticosteroids, dopamine antagonists, antipsychotics, cannabinoids, benzodiazepines, dimenhydrinate 6. State and justify anti-emetic regimens for high, moderate, low and minimal emetogenic chemotherapy regimens using the ASCO, MASCC and NCCN guidelines. 14. Assessment Methodologies Used: Formative assessment On-line self assessment multiple choice questions Handheld audience response meters Learning Objectives Addressed Assessment 1: various depending on topics covered Assessment 2: various depending on topics covered Assessment 3: values/attitudes learning objectives Assessment 4:

9 Assessment Method Used Assessment 1: Midterm #1 - Multiple choice questions, short written answers Assessment 2: Final exam Multiple choice questions, short written answers Assessment 3: Participation participation in 6 group discussion activities Assessment 4: When Administered Assessment 1: Week 7 Assessment 2: Final Exam period Assessment 3: Group Discussions Assessment 4: Percentage of Course Grade Assessment 1: 45% Assessment 2: 45% Assessment 3: 10% Assessment 4: Remediation Opportunities? None Expectation for pass grades for all Pharmacy courses is 60%. 15. Policy and procedure regarding make-up assignments/examinations/laboratories: Missed Exam/Test Policy Students who miss an examination or a test and who have a valid petition filed with the Registrar s office will be eligible to complete a make-up examination or test. The format of this examination or test will be at the discretion of the course coordinator, and may include, for example, an oral examination. Missed Tutorial/Small group session Policy: Students who miss a scheduled tutorial/small group session and who have a valid petition filed with the Registrar s office will be eligible to: a. Attend a subsequent regularly scheduled small group session/tutorial (if space is available) b. Complete assignment *Note: this applies only for laboratories or tutorials where summative assessment occurs Missed Assignment Policy: Students who fail to submit an assignment by the specified due date, and who have a valid petition filed with the Registrar s office will be eligible to submit the completed assignment, or an alternative assignment based on course requirements, with no academic penalty. Late Assignment Policy: Students who fail to submit an assignment by the specified due date will receive a deduction of 10% % for each day beyond the due date (including/excluding weekends/holidays), to a maximum of 50 %. Assignments will not be accepted for grading after 5 late days. 16. Policy and procedure regarding supplemental assignments/examinations/laboratories: